APPENDIX D: BIOGRAPHICAL STATEMENT FOR LEADS Anthony Petrosino (Pre-service lead) Dr. Petrosino is a graduate of Columbia University's Teachers College (MA, 1990) and received his PhD from Vanderbilt University (1998). He completed a post-doc at the University of Wisconsin where he was a member of the National Center for Improving Student Learning and Achievement in Mathematics and Science (NCISLA). In 1999 he accepted a Professorship at the University of Texas and received tenure in 2004. He holds the Elizabeth G. Gibb Endowed Fellowship in Mathematics Education. Dr. Petrosino has published over 20 peer reviewed journal articles, made over 100 national and international conference presentations and has supervised a dozen doctoral dissertations. He has received over 30 million dollars in grants from the National Science Foundation, the Department of Education and the McDonnel Foundation for Cognitive Studies. He is a founding professor of the nationally recognized UTeach Natural Sciences preservice teacher education program. From July 2007 to August 2009 he served as the Assistant to the Superintendent in the Hoboken School District.
Jill Bradley-Levine (Indiana Meeting lead) Jill Bradley-Levine serves as CELL's Fellow for Research and Evaluation. In this position, she is lead researcher on various studies about project-based learning including New Tech high school implementation in Indiana, PBL coaching and professional development initiatives, PBL-focused teacher training programs, and PBL implementation in K-12 schools. In addition, Jill serves on the PBL Institute planning committee and the PBL certification committee in Indiana. She also utilizes PBL as an instructional approach for the graduate courses she teaches. She earned her doctorate in education policy studies with a concentration in educational leadership from Indiana University. Her other research interests are teacher leadership, education reform, action research, mixed-methods evaluation, and critical inquiry. Jill worked as a postdoctoral research fellow at the Center for Urban and Multicultural Education at Indiana University- Purdue University Indianapolis, and taught middle school and high school English for six years in Indiana and London, England, where she served as the literacy across the curriculum coordinator.
David Kanter (Informal Education lead) David Kanter, Ph.D., joined the New York Hall of Science (NYSCI) in September of 2010 as the inaugural Director of the Sara Lee Schupf Family Center for Play, Science, and Technology Learning (SciPlay). SciPlay is an applied research center within the hands-on science museum that designs, develops, and studies environments, and curricula that harness the potential of play to enhance all students' understanding of and deeper engagement in science. Kanter joined NYSCI from Temple University where he was an Assistant Professor in Curriculum, Instruction and Technology in Education (Science Education) and in Biology. Kanter received Bachelor of Science degrees in Engineering and in Economics from the University of Pennsylvania, followed by a Ph.D. in Biomedical Engineering from the Johns Hopkins University School of Medicine. He then received a NSF fellowship for training Ph.D. scientists in science education research, which he completed in the Learning Sciences at Northwestern University. Kanter has led several federally- funded studies on technology-enhanced project-based science curriculum design, and the pre-service and in-service teacher preparation necessary to teach such curricula. His recent work has been published in the Journal of Engineering Education, New Directions in Teaching and Learning, and Science Education. Kanter’s new National Science Foundation-funded projects include “SciGames: A Technology-enhanced Model for Bridging Informal and Formal Science Learning” and “GenetiGames: Investigating the Capacity of Game-based Design Elements to Enhance Affective Dimensions of Genetics Learning.”
Tom Brush (Social studies lead) Tom Brush is Professor and Associate Dean for Teacher Education at the School of Education, University of Indiana- Bloomington. His research goals concern design of methods and strategies for promoting inquiry-oriented learning in open-ended instruction and methods for integrating tools to promote cooperative, collaborative, and problem-based learning strategies He has worked on a major project with John Saye at Auburn University on the Persistent Issues in History Network, which includes a set ofweb-based tools and resources designed to support history teachers interested in implementing problem-based inquiry strategies in their classrooms. Visit http://pihnet.orgfor more information. He also is focused on helping pre-service teachers acquire the skills and experiences needed to effectively utilize technology. This includes a current research project on preparing future teachers to integrate technology into teaching and learning activities. He is Project Director of a $750,000 FIPSE grant with colleagues Auburn University and New Mexico State University called “PBL-TECH: Using Web 2.0 Tools and Resources to Support Problem-Based Curricular Innovations in Pre-Service Teacher Education”. The purpose is to design, disseminate, evaluate, and sustain an enhanced teacher preparation model using Web-based tools and resources to teach future teachers to effectively implement innovative technology- supported problem-based learning (PBL). The project focuses on five overall outcomes: 1) identify and/or develop a set of Web-based tools and resources to support technology-enhanced PBL activities in teacher education; 2) increase the ability of teacher educators to model the use of Web 2.0 tools to facilitate PBL strategies with their pre-service teachers; 3) increase the ability of pre-service teachers to utilize Web 2.0 tools to facilitate PBL strategies in their future classrooms; 4) facilitate the dissemination and utilization of project resources and strategies to teacher education institutions; and 5) sustain and maintain project activities at initial partner institutions.
Peg Ertmer (Dissemination Lead) Dr. Peg Ertmer is a professor in Learning Design and Technology in the College of Education at Purdue University. Her scholarship focuses on the impact of student-centered instructional approaches and strategies on student learning. She has examined the impact of problem- and case-based instruction on higher-order thinking skills; the adoption of student- centered, problem-based learning approaches by K-12 teachers; and strategies for facilitating higher-order thinking in problem- and case-based learning environments. Dr. Ertmer is the founding editor of the Interdisciplinary Journal of Problem-based Learning, an open-access, online journal, dedicated to publishing rigorous scholarship devoted to research and practice on problem-based learning. She was a faculty consultant on a 5-year DOE Technology Innovation Challenge Grant (1999-2005), partnering with Crawfordsville Community Schools and Indianapolis Public Schools to integrate one-on-one laptop programs within a PBL pedagogical approach. Currently, as part of an NSF I-3 Grant, Professor Ertmer teaches an intensive 2-week summer workshop, which uses a project-based approach, to help pre- service and in-service teachers learn to use project- or problem-based methods in their rural high school and middle school classrooms. In addition, she has consulted with the Attica school corporation in Indiana, The National College of Ireland in Dublin, Ireland, and the John Scottus Secondary School in Dublin to help teachers develop and implement PBL units in their classrooms.
Sherman Rosenfeld (Israel Lead) Dr. Sherman Rosenfeld is a biologist and science educator who has designed, implemented and evaluated innovative science and technology educational programs, both inside and outside schools. Since 1982, shortly after he received his PhD from the SESAME Program at UC Berkeley, he has worked as a science educator at the Weizmann Institute of Science, throughout Israel and internationally. His work focuses on promoting constructive change with students, teachers, schools and learning communities. He directed an interactive science museum in California, designed award- winning educational software, developed curricula for pre-college students and prepared hundreds of Israeli middle school science teachers to guide their students to engage in research and development projects. Rosenfeld has spearheaded a national effort to integrate student Project-Based Learning into secondary schools, by developing PBL curricula, implementing a long-term professional development model, conducting educational research and chairing a national committee devoted to this goal.
APPENDIX E: LETTERS OF SUPPORT APPENDIX F. Curriculum Vitae for Organizers Available upon request(sent to AERA, not included here)
Anthony Petrosino (Pre-service lead) Dr. Petrosino is a graduate of Columbia University's Teachers College (MA, 1990) and received his PhD from Vanderbilt University (1998). He completed a post-doc at the University of Wisconsin where he was a member of the National Center for Improving Student Learning and Achievement in Mathematics and Science (NCISLA). In 1999 he accepted a Professorship at the University of Texas and received tenure in 2004. He holds the Elizabeth G. Gibb Endowed Fellowship in Mathematics Education. Dr. Petrosino has published over 20 peer reviewed journal articles, made over 100 national and international conference presentations and has supervised a dozen doctoral dissertations. He has received over 30 million dollars in grants from the National Science Foundation, the Department of Education and the McDonnel Foundation for Cognitive Studies. He is a founding professor of the nationally recognized UTeach Natural Sciences preservice teacher education program. From July 2007 to August 2009 he served as the Assistant to the Superintendent in the Hoboken School District.
Jill Bradley-Levine (Indiana Meeting lead) Jill Bradley-Levine serves as CELL's Fellow for Research and Evaluation. In this position, she is lead researcher on various studies about project-based learning including New Tech high school implementation in Indiana, PBL coaching and professional development initiatives, PBL-focused teacher training programs, and PBL implementation in K-12 schools. In addition, Jill serves on the PBL Institute planning committee and the PBL certification committee in Indiana. She also utilizes PBL as an instructional approach for the graduate courses she teaches. She earned her doctorate in education policy studies with a concentration in educational leadership from Indiana University. Her other research interests are teacher leadership, education reform, action research, mixed-methods evaluation, and critical inquiry. Jill worked as a postdoctoral research fellow at the Center for Urban and Multicultural Education at Indiana University- Purdue University Indianapolis, and taught middle school and high school English for six years in Indiana and London, England, where she served as the literacy across the curriculum coordinator.
David Kanter (Informal Education lead) David Kanter, Ph.D., joined the New York Hall of Science (NYSCI) in September of 2010 as the inaugural Director of the Sara Lee Schupf Family Center for Play, Science, and Technology Learning (SciPlay). SciPlay is an applied research center within the hands-on science museum that designs, develops, and studies environments, and curricula that harness the potential of play to enhance all students' understanding of and deeper engagement in science. Kanter joined NYSCI from Temple University where he was an Assistant Professor in Curriculum, Instruction and Technology in Education (Science Education) and in Biology. Kanter received Bachelor of Science degrees in Engineering and in Economics from the University of Pennsylvania, followed by a Ph.D. in Biomedical Engineering from the Johns Hopkins University School of Medicine. He then received a NSF fellowship for training Ph.D. scientists in science education research, which he completed in the Learning Sciences at Northwestern University. Kanter has led several federally- funded studies on technology-enhanced project-based science curriculum design, and the pre-service and in-service teacher preparation necessary to teach such curricula. His recent work has been published in the Journal of Engineering Education, New Directions in Teaching and Learning, and Science Education. Kanter’s new National Science Foundation-funded projects include “SciGames: A Technology-enhanced Model for Bridging Informal and Formal Science Learning” and “GenetiGames: Investigating the Capacity of Game-based Design Elements to Enhance Affective Dimensions of Genetics Learning.”
Tom Brush (Social studies lead) Tom Brush is Professor and Associate Dean for Teacher Education at the School of Education, University of Indiana- Bloomington. His research goals concern design of methods and strategies for promoting inquiry-oriented learning in open-ended instruction and methods for integrating tools to promote cooperative, collaborative, and problem-based learning strategies He has worked on a major project with John Saye at Auburn University on the Persistent Issues in History Network, which includes a set ofweb-based tools and resources designed to support history teachers interested in implementing problem-based inquiry strategies in their classrooms. Visit http://pihnet.org for more information. He also is focused on helping pre-service teachers acquire the skills and experiences needed to effectively utilize technology. This includes a current research project on preparing future teachers to integrate technology into teaching and learning activities. He is Project Director of a $750,000 FIPSE grant with colleagues Auburn University and New Mexico State University called “PBL-TECH: Using Web 2.0 Tools and Resources to Support Problem-Based Curricular Innovations in Pre-Service Teacher Education”. The purpose is to design, disseminate, evaluate, and sustain an enhanced teacher preparation model using Web-based tools and resources to teach future teachers to effectively implement innovative technology- supported problem-based learning (PBL). The project focuses on five overall outcomes: 1) identify and/or develop a set of Web-based tools and resources to support technology-enhanced PBL activities in teacher education; 2) increase the ability of teacher educators to model the use of Web 2.0 tools to facilitate PBL strategies with their pre-service teachers; 3) increase the ability of pre-service teachers to utilize Web 2.0 tools to facilitate PBL strategies in their future classrooms; 4) facilitate the dissemination and utilization of project resources and strategies to teacher education institutions; and 5) sustain and maintain project activities at initial partner institutions.
Peg Ertmer (Dissemination Lead) Dr. Peg Ertmer is a professor in Learning Design and Technology in the College of Education at Purdue University. Her scholarship focuses on the impact of student-centered instructional approaches and strategies on student learning. She has examined the impact of problem- and case-based instruction on higher-order thinking skills; the adoption of student- centered, problem-based learning approaches by K-12 teachers; and strategies for facilitating higher-order thinking in problem- and case-based learning environments. Dr. Ertmer is the founding editor of the Interdisciplinary Journal of Problem-based Learning, an open-access, online journal, dedicated to publishing rigorous scholarship devoted to research and practice on problem-based learning. She was a faculty consultant on a 5-year DOE Technology Innovation Challenge Grant (1999-2005), partnering with Crawfordsville Community Schools and Indianapolis Public Schools to integrate one-on-one laptop programs within a PBL pedagogical approach. Currently, as part of an NSF I-3 Grant, Professor Ertmer teaches an intensive 2-week summer workshop, which uses a project-based approach, to help pre- service and in-service teachers learn to use project- or problem-based methods in their rural high school and middle school classrooms. In addition, she has consulted with the Attica school corporation in Indiana, The National College of Ireland in Dublin, Ireland, and the John Scottus Secondary School in Dublin to help teachers develop and implement PBL units in their classrooms.
Sherman Rosenfeld (Israel Lead) Dr. Sherman Rosenfeld is a biologist and science educator who has designed, implemented and evaluated innovative science and technology educational programs, both inside and outside schools. Since 1982, shortly after he received his PhD from the SESAME Program at UC Berkeley, he has worked as a science educator at the Weizmann Institute of Science, throughout Israel and internationally. His work focuses on promoting constructive change with students, teachers, schools and learning communities. He directed an interactive science museum in California, designed award- winning educational software, developed curricula for pre-college students and prepared hundreds of Israeli middle school science teachers to guide their students to engage in research and development projects. Rosenfeld has spearheaded a national effort to integrate student Project-Based Learning into secondary schools, by developing PBL curricula, implementing a long-term professional development model, conducting educational research and chairing a national committee devoted to this goal.
APPENDIX E: LETTERS OF SUPPORT
APPENDIX F. Curriculum Vitae for Organizers
Available upon request(sent to AERA, not included here)